UCL Engineering Mentoring Programme

Short summary: 

The UCL Engineering Mentoring programme, supports young people (aged 14-19) years old, providing high quality tutoring, mental health support, a safe and quiet space to learn; books and digital equipment; healthy meals; and a personal mentor. The programme supports 1000-1500 young people every year. 

Description and objectives: 

The UCL Engineering Mentoring programme, supports 1000-1500 young people every year, aged 14-19 years old, providing high quality tutoring, mental health support, a safe and quiet space to learn; books and digital equipment; healthy meals; and a personal mentor.

 

The objectives of the UCL Engineering Tutoring Programme are:

 

  1. To bridge the education attainment gap for those most affected in terms of their access to educational opportunities.
  2. To build resilience and self-confidence in young people. Enable, encourage and empower them. Increase their motivation and sense of achievement.
  3. To support the most vulnerable children and young people, those in under-represented communities and from disadvantaged backgrounds.
  4. To remove all barriers linked to digital poverty including lack of access to internet connection, devices, tools and more.

 

Access to tutoring is often limited to schools and parents that can most afford it. It is estimated that around 80% of disadvantaged pupils do not have access to quality tuition (Source: EEF).

 

In partnership with the government’s National Tutoring Programme (NTP) with EEF, Sutton Trust, Impetus Trust and Teach First, UCL offers secondary school pupils from under-served communities, free daily tutoring and mentoring sessions, throughout the school year. In March 2020, in response to the COVID19 pandemic, it was offered also as an online programme, and is now being offered as a hybrid model (both online and face-2-face).

 

The programme is linked to the government’s National Tutoring Programme (NTP) with EEF, Sutton Trust, Impetus Trust and Teach First and STEM Learning’s mentoring programme.

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Organisation: 
University College London (UCL)
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Impact: 

UCL's evaluation strategy goes beyond the “reaction” level, using mixed methodology including pre and post activity responses; impact observed by teachers; evaluation tasks and external evaluator observations. UCL obtains evidence of impact at: initial reaction; changes in participants knowledge and skills over 3-6 months (medium impact) or 6-9 months (high impact). Impact evaluation process maps were created to support the evaluation process.

Reach: 

The UCL Engineering Mentoring programme, supports 1000-1500 young people every year, providing high quality tutoring, mental health support, a safe and quiet space to learn; books and digital equipment; healthy meals; and a personal mentor.

Budget and funding model: 

Funders include: 1. Foundations and charities; 2. Education organisations; 3. UCL Engineering faculty outreach budget.

 

Each year a proposal is sent through to the funder and they approve a set amount of funding for the year or longer period, depending on the proposal and agreement. In recent years, the mentoring programme has been supported through co-financing as the programme has grown and more funders are supporting the programme.

 

Continued funding depends on shared strategic objectives, the programme’s outcomes and the feedback on impact from the schools, community partners. 

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Year start: 
2015
Status: 
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Meet Mahika – the future of Smart engineering is in safe hands

Source / author: 
SmartFutures
Country: 
United Kingdom
Abstract: 

As part of the UCL STEM Literacy programme (see related publication) and in partnership with Primary Engineer Leaders Award, one participant, nine-year-old, Miss Mihika Sharma, supported by UCL Engineering students, invented the ‘Smart Stick’ to aid the visually-impaired.

 

See link above for full article.

UCL STEM Literacy Programme

Short summary: 

The STEM Literacy programme employs highly skilled and trained UCL Engineering student STEM Ambassadors, with unique expertise in their field, to volunteer in schools, acting as teacher assistants. Using  different mediating artefacts (posters, cards, other resources) to explore STEM in the classroom, as well as tailored STEM projects and UCL’s inclusive STEM books library “Curious Minds and Budding Engineers” for children and young people.

 

The programme has seen a dramatic increase in literacy and numeracy skills in participating primary school children as well as in their understanding of maths and science. The STEM Literacy programme in primary schools, achieved remarkable increase in literacy skills (from 22% to 73%), numeracy (17% to 66%) and understanding of STEM (31% to 75%).

Description and objectives: 

The STEM Literacy programme employs highly skilled and trained UCL Engineering student STEM Ambassadors, with unique expertise in their field, to volunteer in schools, acting as teacher assistants. Using  different mediating artefacts (posters, cards, other resources) to explore STEM in the classroom, as well as tailored STEM projects and UCL’s inclusive STEM books library “Curious Minds and Budding Engineers” for children and young people.

 

The programme's objectives are:

 

  • Introduce children from an early age to the world of engineering, science and technology
  • Improve literacy and numeracy skills in children and young people as well as understanding of STEM subjects and their relevance to everyday life
  • Empower children to consider a wide range of STEM degree and career pathways
  • Challenge stereotypes holding back children and young people – especially girls and ethnic minorities - from achieving their true potential

 

As part of the programme UCL created the “Curious Minds & Budding Engineers” STEM Book Library (see background documents) to celebrate women and ethnic minorities in STEM, featuring books like “Ada Twist Scientist”, “Detective Dot” and “My Mummy is an Engineer”.

Country: 
Education level: 
Logo or photo: 
Organisation: 
University College London (UCL)
Impact: 

The programme has seen a dramatic increase in literacy and numeracy skills in participating primary school children as well as in their understanding of maths and science. The STEM Literacy programme in primary schools, achieved remarkable increase in literacy skills (from 22% to 73%), numeracy (17% to 66%) and understanding of STEM (31% to 75%).

 

Our evaluation strategy goes beyond the “reaction” level, using mixed methodology including pre and post activity responses; impact observed by teachers; evaluation tasks and external evaluator observations. We obtain evidence of impact at: initial reaction; changes in participants knowledge and skills over 3-6 months (medium impact) or 6-9 months (high impact). Impact evaluation process maps were created to support the evaluation process.

Reach: 

The STEM Literacy programme in primary schools has worked with 54 schools and over 1500 children across London primary schools.

 

In 2023, will be launching as a national programme in partnership with the Royal Society and linked to the “Engineering Kids Future” IET initiative (government, industry and other STEM stakeholders involved).

Budget and funding model: 

Funders include: 1. STEM organisations; 2. Foundations and charities; 3. UCL Engineering faculty outreach budget.

 

Funding includes financial (lumsum or co-), partnership model (via MoU agreement) and / or in kind support (i.e. experts, resources, specialised equipment or kit etc.).

 

Continued funding depends on shared strategic objectives, the programme’s outcomes and the feedback on impact from the schools, community partners. 

Title (dropdown menu): 
Year start: 
2016
Status: 
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Update: EU STEM Coalition requested to provide recommendations in joint meeting of Baltic Assembly

Source / author: 
EU STEM Coalition
Country: 
Latvia
Abstract: 

The EU STEM Coalition was invited to provide input and recommendations on the topic of skills mismatch in STEM to the joint meeting of the Education, Science and Culture Committee and Economics, Energy and Innovation Committee of the Baltic Assembly (representing the parliaments of the three Baltic states). The meeting will take place on March 24-25 in Riga, Latvia.

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